Astronomers TG
Level R/40
Astronomers Science
Teacher’s Guide Skills & Strategies
Anchor Comprehension Strategies
• Evaluate author's purpose
Comprehension
• Activate prior knowledge • Identify main idea and supporting details • Make Judgements • Use graphic features to interpret information • Use text features to locate information
Word Study/Vocabulary • Use context clues to determine word meaning
Science Big Idea • Earth is part of a greater universe that contains many other objects.
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overview Related Resources Comprehension Strategy Posters (for Assessed Skills/Strategies) • Identifying Main Idea and Supporting Details • Making Judgments Thematic Poetry Connections (in Reading & Writing Poetic Forms) • “The Planets” (Myra Cohn Livingston) Comprehension Strategy Assessment Handbook (Grade 4) • Ongoing Assessments #25 and #26 Notable Trade Books for Read Aloud • Leedy, Loreen. Postcards from Pluto. Holiday House, 1993. • Hehner, Barbara. First on the Moon: What It Was Like When Man Landed on the Moon. Hyperion Books, 2000. Web Site for Content Information • Understanding the Universe http://www.discoveryschool.com/ schooladventures/universe Tour the Milky Way, research famous stargazers, and get a closer look at objects in space through the “Telescope as Time Machine.”
theme connections Solar System Astronomy
Astronomers
RRRRRRRRRRRRRRRR skills and strategies This lesson teaches and/or reinforces the following skills and strategies:
• Identify Main Idea and Supporting Details (pp. 3–9) Make Judgments (pp. 4–5, 7)
• Use Context Clues to Determine Word Meaning (p. 4) • Activate Prior Knowledge (p. 5) • Use Text Features to Locate Information (pp. 5–6) • Evaluate Author’s Purpose and Point of View (p. 6) • Use Graphic Features to Interpret Information (p. 6) This skill/strategy is the focus of the Ongoing Assessments for this title.
National contenT standards Science
Science as Inquiry: b
Earth and Space: b, c Science and Technology: b Physical Science: b History and the Nature of Science: a
table of contents Before Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Chapters 1 & 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Chapters 4 & 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 After Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Writing Workshop and Writing Model . . . . . . . . . . . . . . . . 8, 9 Reproducible Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . 10 Content-Area Extension Activities (BLMs) . . . . . . . . . . . . . . . . 11 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Before Reading RRRRRRRRRRRRRRRRRRRRRRRRRR Introduce the Book
Book Summary Is Earth the center of the universe, or is the Sun? Author Roberta Silman recounts this great debate as she explores the beliefs and the history of ancient astronomers. By the end of the book, readers will see that, thanks to the important contributions of several astronomers, we can conclude that the planets do revolve around the Sun.
Draw students’ attention to the front cover of the book. Read the title together. Turn to the back of the book and read the blurb and author information. Examine the table of contents and read the introduction together. Page through the book looking at the photographs and captions. While previewing, pose the following questions to encourage students to think about the text before reading. Based on your preview, what do you predict this book is about? What do you think the author will talk about? Do you think this is fiction or nonfiction? Why? What kinds of features would you expect to find in a nonfiction book? Do you see any of those features here? What do you already know about astronomy? What do you think you will find out? What kind of special vocabulary words do you think you’ll encounter in this book?
• • • • •
Set a Purpose for Reading This text provides an excellent opportunity to focus on the strategy of identifying the main idea and supporting details of a passage. Explain that the author is going to describe the various beliefs that astronomers held in the past. The author also highlights some people who made important contributions to astronomy.
Identifying Main Idea and Supporting Details
Chapter
Main Idea
Supporting Details
Early Astronomers
Point out that this text is structured in a sequential way. Explain that the author organized the book so that the history of astronomy would be told chronologically. For example, in the first chapter the author discusses the beliefs of ancient astronomers. Next, she discusses the contributions of Nicolaus Copernicus, and then the contributions of Galileo and Kepler, who lived after Copernicus. Finally, the last chapter speaks of other astronomers’ contributions and the beliefs that are held today in astronomy.
Nicolaus Copernicus
Galileo Galilei
Johannes Kepler
Astronomers: Past and Present
© 2011 Benchmark Education Company, LLC
Introduce the Graphic Organizer Provide each student with a copy of the Identifying Main Idea and Supporting Details graphic organizer. Explain that as students read, they will be looking for main ideas and supporting details to fill in this chart. You might suggest that students place sticky notes in the margins of pages where they note main ideas and supporting details. Point out that identifying the main idea and supporting details in a passage can help readers process information effectively.
Astronomers
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TEACHING TIPS CHAPTERS Meaningful Activities for 1&2 Rapid Readers • Make a time line of Nicolaus RRRRRRRRRRRRRRRRRRRRRRRRR R Copernicus’s life. pages 2–11 Use the following prompt to set a purpose for reading: Read to find out what beliefs ancient astronomers held. As you read, try to determine the author’s key points, or the main ideas, along with the details that support them. Ask students to read the chapters independently. Invite them to use sticky notes to flag sections that identify the main idea and the supporting details. Also ask them to note any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension
Discuss the Main Idea and Supporting Details Invite students to locate the main ideas and supporting details on pages 2–11. If students have difficulty, use a think aloud to model how a good reader locates the main idea and supporting details. The first sentence on page 5 tells me that an astronomer named Ptolemy made a model of the universe. I think this is a key point or the main idea that the author wants to make in this passage. If so, the author will probably tell me more about his model. She goes on to say, “he put Earth at the center and everything else…moving around Earth in perfect circles.” So, yes, she did support her main idea with more detailed information.
Begin the Graphic Organizer: Identifying Main Idea and
Make Judgments Ask students to look at the sidebar on page 10. Point out that by relating how people in the past were judged on the basis of their religious beliefs, the author gives readers an opportunity to judge actions of the past by the standards of today. Ask: Should people be punished because their beliefs differ from those of others?
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Astronomers
• Look for context clues to help you define unfamiliar words.
• To better understand a passage
locate the main idea and then locate the details to support the ideas. Highlight or take notes if needed.
Use Context Clues
Point out the word constellations (page 4). The author defines this word in context using a synonym (patterns). Challenge students to locate this definition in context. Create a visual word web like the one below, and invite the group to think about other strategies to help them define this word. synonym patterns
constellations definition
pattern of stars
Ask students to reread or skim and scan the text to locate information for the graphic organizer. Draw students’ attention to the structure of paragraphs. The main ideas are stated first and the supportive details follow. Ask: How does recognizing this structure help you find the information that you are looking for?
Prompts to Help Readers Monitor Comprehension
Supporting Details
Copernicus. What kind of man was he? Did he make a wise decision to share his discovery with friends? Write down your thoughts.
Read the Text
• Make judgments about
sentence
The Big Dipper is a constellation.
Then invite students to apply this and other strategies to unfamiliar words they flagged. These might include: model, p. 5 universe, p. 5 revolved, p. 7 heretics, p. 10
© 2011 Benchmark Education Company, LLC
TEACHING TIPS CHAPTER Meaningful Activities for 3 Rapid Readers RRRRRRRRRRRRRRRRRRRRRRRRR • Compare and contrast Copernicus
Read the Text
pages 12–21 Use the following prompt to set a purpose for reading: As you read, think about how you use prior knowledge to help you understand new concepts. Ask students to read the chapter independently. Invite them to use sticky notes to flag examples of where they used prior knowledge to help them understand a concept. Also ask them to flag any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehension
and Galileo. How were they alike? How were they different? Write down your response.
Prompts to Help Readers Monitor Comprehension
• As you read, make connections to
your prior personal experiences and what you already know about the concepts in the text.
• As you read, ask yourself, “What
did I learn about the topics that was different from what I already knew?”
Make Judgments
Invite students to share personal connections they made to the text. Ask: What did you already know about the beliefs of the early astronomers? What new information did you learn? Concepts/objects that might be familiar include: chandelier, p. 13 grandfather clock, p. 14 pulse, p. 13 telescope, p. 16
A biography provides details about an individual’s life. The information you take from a biography can be used to formulate your own judgments about that individual. Use the following questions to prompt students to makde judgments about Galileo’s character and work:
Continue the Graphic Organizer: Identifying Main Idea and
• What adjectives would you use to describe Galileo?
Discuss Using Prior Knowledge
Supporting Details
Ask students to reread or skim and scan the text to locate main ideas and supporting details for the graphic organizer. Remind students that their main idea should be a brief statement that describes an overall topic or key point.
• Was he right to stand up to religious leaders? • Is he someone to admire? Why? • Who else does he remind you of?
Use Text Features: Bold Text Point out the words in bold text on pages 13–14 (pulse, pendulum, and experiments). Ask students why these words are bolded. They should note that bold text: • makes readers pay more attention. • stands out, making these words look more important. • identifies words that are in the glossary. Invite students to consider any other unfamiliar words in the chapter that do not appear in bold text. Explain that most glossaries include only words related to the main topic of the book, not random words that are difficult.
© 2011 Benchmark Education Company, LLC
Astronomers
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CHAPTERS TEACHING TIP S 4&5 Meaningful Activities for Rapid Readers RRRRRRRRRRRRRRRRRRRRRRRRR R • Using the “Spotlight on Tycho Read the Text
pages 22–30 Use the following prompt to set a purpose for the reading: As you read, think about the information that the author is presenting. What does she want you to know? What is the author’s purpose for writing each chapter? Ask students to read the chapters independently. Invite them to use sticky notes to flag sections that support their ideas about the author’s purpose. Also ask them to note information for their graphic organizer and any unfamiliar words they encounter. When the group has finished, use the activities below to focus on skills, strategies, and text and graphic features of the book.
Focus on comprehenSion Discuss the Author’s Purpose
Explain that there are typically three reasons why an author writes a book: (1) to persuade, or convince, the reader of something; (2) to inform or present information; or (3) to entertain. Invite students to share their ideas about why the author wrote this book. Encourage them to point out examples from the text that helped them determine the purpose. If students have difficulty, use a think aloud to model how a good reader thinks through an author’s purpose. As I read, I noticed what the author didn’t do. She didn’t state any personal opinions, so I concluded that she was not trying to be persuasive. Also, she didn’t build suspense or use humor or other techniques to entertain me. What she did do was present a lot of historical and factual information. So I decided she is writing to inform.
Brahe” sidebar as a model, write a spotlight sidebar highlighting Copernicus, Galileo, or Kepler.
Prompts to Help Readers Monitor Comprehension
• As you read, ask yourself, “What is the author’s message?”
• After you read a passage or a
section of the text, ask “What is this passage mostly about?”
Use Text Features: Pronunciation Guide Invite students to identify unfamiliar words in the chapters. Point out that sometimes authors use a pronunciation guide to help the reader determine the pronunciation of an unknown word. Ask students to turn to page 4 and locate the word constellations. Ask students to pronounce the word using the guide. Ask them to locate other words in the text that use a pronunciation guide.
Complete the Graphic Organizer: Identifying Main Idea and Supporting Details
Ask students to reread or skim and scan the text to locate information to complete the graphic organizer. Remind students to identify supporting details for each of the main ideas they include.
Use Graphic Features: Diagrams
Point out the diagram of the solar system on page 25 that is based on current understandings of the solar system. Then ask students to look back at the representations created by earlier astronomers (Ptolemy’s drawing on page 5 and the drawing by Copernicus on page 11). Ask: How do these diagrams help you understand the different view each astonomer had of the solar system? Would your understanding be as clear if the diagrams had not accompanied the text? Invite students to point out other diagrams in the book that helped them comprehend the concepts.
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Astronomers
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AFTER READING RRRRRRRRRRRRRRRRRRRRRRRRR SYNTHESIZE AND ASSESS Retell and Summarize
As a group, generate an oral retelling of the book. Select the key points to create a summary.
Respond
Ask students what was most interesting about the book. What they did not like, and why. What questions they still have. What additional information they might have included if they had been the author.
The completed graphic organizer below can serve as a model for assessing students’ ability to identify main ideas and supporting details.
Identifying Main Idea and Supporting Details
Chapter
Early Astronomers
Make Judgments
Ask students to make judgments and critically analyze the following astronomers: Nicolaus Copernicus, Galileo Galilei, and Johannes Kepler. What characteristic or traits did all three of these men have? How do their contributions help us today? Also have students make judgments about the text by posing the following questions. Ask: Was the text effective? What did you like about the text? What did you not like about the text? If you were the author, what would you have done differently?
Nicolaus Copernicus
Supporting Details
Based on their observations, Ancient Greek astronomers believe that the Sun traveled around Earth.
• They could see the Sun moving across the sky and not feel Earth moving. • They could also see that the constellations “moved” around in the sky while keeping the same pattern. • They saw the “wandering stars” or planets moving across the sky.
Copernicus began to doubt that Earth was the center of the universe.
•H e observed that the movement of the planets did not make sense if the planets revolved around Earth. • There was no explanation why the planets sometimes appeared to be moving backward. • He discovered that the planets revolved around the Sun.
Galileo made many discoveries during his life.
•H e discovered that the swing of a pendulum could be used to measure time. • He dropped a light ball and a heavy ball at the same time from the Leaning Tower of Pisa. • He discovered that Jupiter has four moons that circle the planet.
Kepler explained the true motion of the planets.
•H e studied data by Tycho Brahe. • He devised a mathematical formula that explained the true motion of the planets. • He proved that the planets revolved in oval paths as opposed to circular paths.
Other Astronomers built on the great work of Copernicus, Galileo, and Kepler.
• Maria Mitchell discovered a comet in 1847. • Annie Jump Cannon discovered five novas and almost 200 stars. • Carl Sagan proved that Mars is cold and Venus is hot.
Galileo Galilei
Johannes Kepler
Astronomers: Past and Present
© 2011 Benchmark Education Company, LLC
Main Idea
Astronomers
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TEA CHI N G TI PS WRITING Process WrItINg Steps WORKSHOP 1. Have students select one main RRRRRRRRRRRRRRRRRRRRRRRRR idea and three supporting details to write about.
mini-lesson
Writing Focus: Identifying Main Idea and Supporting Details Remind students that throughout the book Astronomers, they identified main ideas and supporting details. On chart paper or the board, create a chart like the one below showing one main idea and three supporting details.
Supporting Details:
Galileo made many discoveries.
:
Main Idea:
• He discovered that the swing of a pendulum could be used to measure time. • He dropped a light ball and a heavy ball at the same time from the Leaning Tower of Pisa.
2. Have students independently write a first draft. 3. After students complete their paragraphs, they should revise and edit it. 4. Conference with each student following the first revision and editing. 5. Have students make any additional changes and produce a final copy of their paragraph. 6. Finally, invite students to share their paragraphs with a group of other students.
• He discovered that Jupiter has four moons that circle the planet.
Use the reproducible Writing Model to demonstrate how information from the chart can be used to write a paragraph that states a main idea and provides supporting details.
writing ASSigNmeNt Write a paragraph with a clearly stated main idea and three supporting details.
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Astronomers
© 2011 Benchmark Education Company, LLC
Writing Model: Identifying Main Idea and Supporting Details Galileo Galilei Galileo made a number of important discoveries.
main idea
For example, when he was just 19 years old, he noticed that a pendulum always takes the same amount of time to return to its starting point.
supporting details
Galileo realized that it could be used to measure time reliably. He is also credited with proving that objects of different weight that are dropped from the same height at the same time will hit the ground simultaneously. And using a telescope that he built himself, he made many discoveries about the solar system. For instance, he observed that Jupiter has four moons.
writing tip State your main idea in the first sentence. Then back it up with at least three clearly stated examples.
© 2011 Benchmark Education Company, LLC
Astronomers
Name:_ _______________________ _________________
Date:_ _________________
Identifying Main Idea and Supporting Details
Chapter
Main Idea
Supporting Details
Early Astronomers
Nicolaus Copernicus
Galileo Galilei
Johannes Kepler
Astronomers: Past and Present
Astronomers
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:_ _________________
What Did They Do? Match each astronomer with his or her contribution to the study of astronomy.
Famous Astronomer
Contribution
RRRRRRRRRRRRRRRRR discovered five novas and almost 300 stars
Nicolaus Copernicus
Galileo Galilei
Johannes Kepler
the first to discover that the Sun is the center of the solar system
discovered new galaxies and calculated their distances
discovered a comet in 1847 Maria Mitchell discovered that a pendulum could be used to measure time Annie Jump Cannon
proved that the planets revolve around the Sun in oval paths Edwin Hubble
© 2011 Benchmark Education Company, LLC
Astronomers
Name:_ ________________________________________
Date:____________________
The History of Astronomy Identify the events in the history of astronomy that occured on the dates listed on the time line.
• 1515
Astronomers
• 1583
• 1609
•
1847
© 2011 Benchmark Education Company, LLC
Name:_ ________________________________________
Date:_ _________________
The Solar System Build a model of the solar system. You may use foam balls, coat hangers, clay, string, construction paper, crayons, markers, paints, or other materials you think would help you create a three-dimensional view. Plan to include the Sun, planets, Moon, and other objects in the solar system. Make sure the parts of the model are clearly labeled, or include a key. Before you build your model, describe what it will look like and then draw a plan. With your teacher’s approval, get started making your mini solar system! DESCRIPTION:
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_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
© 2011 Benchmark Education Company, LLC
Astronomers
Name:_ ____________________________________________
Date:______________
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Ptolemy vs. Copernicus Write a script for an imaginary debate between Ptolemy and Copernicus. Their debate should focus on whether the Sun or Earth is the center of the solar system. Make sure that each astronomer supports his beliefs with evidence. Give each astronomer a chance to respond to the other’s statements.
Ptolemy:
Copernicus:
Ptolemy:
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_____________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ __________
_______________________________________________________________________ Copernicus:
___________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ ____________
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Astronomers
© 2011 Benchmark Education Company, LLC
A n swer
The History of Astronomy
What Did They Do?
Famous Astronomer
Ke y
Contribution
Copernicus wrote a book about Earth
discovered five novas and almost 300 stars
and the planets revolving around the Sun.
Nicolaus Copernicus Galileo Galilei discovered that a pendulum the first to discover that the Sun is the center of the solar system
Galileo Galilei
could be used to measure time.
Maria Mitchell discovered a comet. discovered new galaxies and calculated their distances
Johannes Kepler
discovered a comet in 1847
• 1515
• 1583
• 1609
•
1847
Maria Mitchell discovered that a pendulum could be used to measure time
The first simple telescope was invented.
Annie Jump Cannon Johannes Kepler wrote a book describing proved that the planets revolve around the Sun in oval paths
the planets’ oval orbits around the Sun.
Edwin Hubble
The Solar System _________________________________________________
_________________________________________________________________ _________________________________________________________________ _________________________________________________________________
PLAN: Students’ models will vary. Check their descriptions and plans for accuracy. Understanding of the solar system should be reflected in their description and plan. Pluto
Mercury
Neptune Venus Jupiter
Mars Uranus
Ptolemy:
Students’ answers will vary. Students should: • review the first two chapters of the book. • state each astronomers view. (Ptolemy believed Earth was at the center of the universe; Copernicus believed the Sun was the center.) • support each astronomers belief with details mentioned in the text.
Copernicus: Students may wish to do additional research before completing this assignment.
Ptolemy:
Earth Sun Saturn
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_________________________________________________________________
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DESCRIPTION:
Ptolemy vs. Copernicus
_____________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ __________
_______________________________________________________________________ Copernicus:
___________________________________________________________
_______________________________________________________________________ _______________________________________________________________________ ____________
_______________________________________________________________________
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Astronomers
Astronomers Navigators Teaching Guides provide flexible options to meet a variety of instructional needs…
Lesson-at-a-Glance
Sample Lesson Planning Guides
Before Reading (p. 3)
Book Summary Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer: Identifying Main Idea and Supporting Details*
5-Day Lesson Day for Assessed Skills & Strategies
During Reading (pp. 4–6)
Read the Text: Chapters 1 & 2 Focus on Comprehension Mini-Lessons: √ Discuss the Main Idea and Supporting Details* √ Begin the Graphic Organizer* √ Make Judgments* Using Context Clues*
1
Read the Text: Ch. 1 & 2 Focus on Comprehension: √ Discuss the Main Idea and Supporting Details √ Begin the Graphic Organizer √ Make Judgments
Read the Text: Chapter 3 Focus on Comprehension Mini-Lessons: Discuss Using Prior Knowledge √ Continue the Graphic Organizer* Use Text Features: Bold Text √ Make Judgments* Read the Text: Chapters 4 & 5 Focus on Comprehension Mini-Lessons: Discuss the Author’s Purpose* √ Complete the Graphic Organizer* Use Graphic Features: Diagrams Use Text Features: Pronunciation Guide
After Reading (p. 7) Synthesize and Assess Activities: Retell and Summarize* Respond √ Make Judgments* Writing Workshop (pp. 8–9) Mini-Lesson √ Assignment: Identifying Main Idea and Supporting Details Content-Area Extension Activities on Blackline Masters (pp. 11–14)
What Did They Do? The History of Astronomy The Solar System Ptolemy vs. Copernicus
Copyright © 2011 Benchmark Education Company, LLC. All rights reserved. Teachers may photocopy the reproducible pages for classroom use. No other part of this guide may be reproduced or transmitted in whole or in part in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. ISBN: 978-1-59000-512-5
Introduce the Book Set a Purpose for Reading √ Introduce the Graphic Organizer
2
3
5-Day Flexible Lesson Introduce the Book Read the Text: Ch. 1 & 2 Select or create mini-lessons by using the comprehension preassessments to determine student needs.*
Read the Text: Ch. 3 Focus on Comprehension: √ Continue the Graphic Organizer √ Make Judgments
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Focus on Comprehension √ Complete the Graphic Organizer
Read the Text: Ch. 4 & 5 Select or create mini-lessons.*
Select or create mini-lessons.*
Accelerated 3-Day Lesson Introduce the Book Read the Text: Ch. 1 & 2
Read the Text: Ch. 3
Read the Text: Ch. 4 & 5 Synthesize and Assess
Synthesize and Assess
4
Writing Assignment
Writing Mini-Lesson Writing Assignment
5
Writing Assignment
Writing Assignment
Content-Area Extension Activities (BLMs)
Content-Area Extension Activities (BLMs)
√
Checkmarked skills may be assessed by using the tests provided in the Comprehension Strategy Assessment Handbook. Preassessments are available in the Comprehension Strategy Assessment Handbook. *
